The introduction of fgos into the work of doe. "Analysis of activities for the implementation of the Federal State Educational Standard by preschool educational institutions

Problems of implementation of GEF in a preschool institution.

The Federal State Educational Standard for preschool education, developed in accordance with Part 3 of Article 5 of the Federal Law of December 29, 2012 No. 273-FZ "On Education in the Russian Federation", entered into force on January 1, 2014. Its development and approval is due to the fact that preschool education for the first time in history Russian society became a full-fledged level of education. According to A.G. Asmolov, head of the working group on the development of a standard for preschool education, “the task of the standard ispositive socialization andindividualization of personality . The standard is based on supporting the diversity of childhood”.

Recently, the problem of the social development of the child is especially relevant, because the main source of development is the surrounding reality, which determines the path along which the child acquires new personality traits and forms an individuality in the process of social development.

In other words, the social situation of development is the ratio external conditions affecting the child, and his inner attitude to these conditions. Consequently, the preschool environment, the culture of communication between an adult and a child, a child with peers, a range, a variety of activities that correspond to the age of the child - these are the main components of the positive socialization of a preschooler.

The basic structures of the personality are laid down in the first years of life, which means that the family and preschool institutions special responsibility for the upbringing personal qualities in the rising generation. The modern practice of preschool education implements the position that in each preschool educational institution it is necessary to create conditions for the full social development of children.

But as practice shows, every year more preschool children, the field of vigorous activity, communication and manifestation of individuality narrows, such stable personality traits as isolation, lack of initiative, and disrespect for others are formed. As a rule, these are outcast and isolated children.

Overcoming these negative tendencies is possible only in the process of purposeful, systematic, meaningful interaction of all subjects. educational process on social and emotional development.

Thus, the real educational situation in the preschool educational institution does not meet the requirements of the State Standard in terms of ensuring a full-fledged social - personal development child and on present stage the following contradictions are revealed:

* the need for a holistic personal development of a child - a preschooler (the relationship of all personal spheres of a child's development: cognitive, sensory-emotional, behavioral) on the one hand, the priority of the cognitive component in programs implemented in preschool educational institutions on the other hand;

* the demand for a new quality of a holistic educational environment for positive social and emotional development on the one hand, the lack of mechanisms for its transformation from these positions on the other hand;

* on the one hand, the need for constructive interaction of all participants in the educational process, on the other hand, the unpreparedness of a significant part of parents and teachers for cooperation and dialogue in the aspect of the child's personal development.

Turning again to the Federal State Educational Standard, we see that the basic requirements of the standard are associated, first of all, with the mental and physical health child. At the forefront is the personality of the preschooler, his abilities and capabilities; his desires and attitudes. Teachers are faced with the task of revising the priorities of professional activity: focusing not on the system of knowledge, skills and abilities acquired by the child, but to develop in children the ability to quickly adapt to new situations, be flexible, establish social partnerships and effective communications, find solutions to complex issues using a variety of sources of information. The individualization of the personality of the child comes to the fore

Individualization is the development of features that distinguish a person from the mass around him.

There are certain difficulties (problems) associated with the introduction of the GEF. Teachers and leaders of the education system have a very wary position. For several years, active study and implementation of FGT has been going on in preschool organizations. Many considered FGT as a step in the process of standardization of preschool education, on the basis of which the GEF DO will be developed. However, the standards set new goals and objectives, changed the structure of the OOP DO. Under these conditions, teachers were somewhat disoriented, confused, because before the educational process was focused on knowledge, and not on the development of the child's personality traits.

In addition, the targets serve as the basis for the continuity of preschool and primary general education, and subject to the conditions mentioned above, they suggest the formation of prerequisites for learning activities at the stage of completion of preschool education. This statement is especially important to understand now for educators, parents, and primary school teachers, since one of the main risks of introducing the Federal State Educational Standard is considered to be a “collision” of the standard with the attitudes of parents, who still believe that preschool educational institutions require “training” of children, which will enable them to be ready for school. Primary school teachers also have certain expectations of this kind.

The need for the child to be prepared for the next level of education has not been canceled. However, the Federal State Educational Standard says something completely different - it is necessary to develop motivational readiness for learning (after preschool life, there should be a desire to learn), and not just teach the child to read and write. Both systems “do not know” what a child who has mastered the basic educational program of preschool education can be like, and how it differs from a child of the same age who has not mastered the specified program.

The next problem is staffing. This is a rather serious question. In a few years, there may be a one-time retirement of teachers of preschool education, and the system of preschool education will fall into a deep personnel hole. We have very few 30-35 year old educators who will replace pre-retirement and retirement age. In rural areas, finding trained personnel is not easy, and this is also a serious problem.

It is also worth dwelling on the fact that it will be necessary to saturate the preschool organization with methodological recommendations, teaching aids, i.e. a methodical trail that will follow after the introduction of the Federal State Educational Standard. And these are additional financial expenses. Unfortunately, again, teachers will be forced to feed book publishers, now for the mark “Complies with the Federal State Educational Standard”.It is necessary to make sure that the FSES DO becomes a real tool for the development and improvement of the quality of education.

It is clear that one should not expect momentary results from the introduction of the Federal State Educational Standard, especially since the process of its introduction in accordance with the plan of the Ministry of Education and Science of Russia is extended over time.

However, already now, at the level of educational organizations, for the effective introduction of the Federal State Educational Standard, it is necessary to solve a number of specific tasks:

ensuring emotional well-being through direct communication with each child; respectful attitude to each child, to his feelings and needs.

support for the individuality and initiative of children through the creation of conditions for the child's free choice of activities, participants joint activities; creating conditions for the child to make decisions, express his feelings and thoughts, create a sufficient material base for the development of play, research, design, and cognitive activities.

creating conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities.

interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities.

Modern policy in the field of education, including in the field of preschool education, is aimed at achieving its quality. In accordance with federal law"On Education in the Russian Federation" modern preschool education is the first level of the general education system. He plays a leading role in the upbringing and development of preschool children. The management activities of a modern preschool educational institution (hereinafter referred to as DOE) should be aimed at bridging the gap between the existing and the necessary (desired, required by society) state pedagogical process, achieved and required quality of preschool education .

The realities of today in the system of preschool education are associated with the implementation of the Federal State educational standard preschool education (hereinafter GEF DO). The implementation of GEF DO involves the creation of a certain type of conditions:

• creation of personnel conditions for ensuring the quality of mastering by children of the main educational program of the preschool educational institution,
• creation of program and methodological conditions for the implementation of the Federal State Educational Standard for Preschool Education (design and implementation of the main educational program for preschool educational institutions, work programs for educators and specialists),
• the creation of a developing subject-spatial environment, as a condition for children to master the content of the main educational program of the preschool educational institution.

The creation of the conditions outlined above is ensured by the managerial activities of the head of the preschool educational institution. In this regard, we will define and describe the necessary management mechanisms for the implementation of GEF DO.

Regulatory framework for the implementation of GEF DO

One of the fundamental management mechanisms for the implementation of GEF DO is the reliance on regulatory requirements . The regulatory framework for the implementation of GEF DO includes documents that reflect the requirements of the modern educational policy of the state in the field of education:

• Strategy for Innovative Development of the Russian Federation until 2020,
• Federal target program for the development of education for the period 2016-2020 (hereinafter FTsPRO),
• Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 N 1155 Moscow “On approval of the federal state educational standard for preschool education,
• An exemplary basic educational program for preschool education (approved by the decision of the Federal Educational and Methodological Association for General Education (minutes of May 20, 2015 N 2/15) .

The strategy until 2020 sets the following requirements for the professional competence of a teacher:

• ability and readiness for continuous education, continuous improvement,
• retraining and self-training, professional mobility, striving for something new;
• ability for critical thinking;
• ability and willingness to reasonable risk, creativity and entrepreneurship, ability to work
• independence, willingness to work in a team and in a highly competitive environment.

The requirements identified in the FTsPRO become for the head of the preschool educational institution the basis for building management system development of human resources, which ultimately ensures the implementation of the goals and objectives of the GEF DO.

The Federal Target Program for the Development of Education for the period up to 2020 defines the creation of conditions for the effective development of Russian education aimed at ensuring the availability of quality education that meets the requirements of modern innovative socially oriented development of the Russian Federation. One of the tasks of the FTsPRO is the development of modern mechanisms and technologies for general education. The solution to this problem is provided by the support of innovations in the field of education on topical issues, including in the field of education of children with disabilities and disabilities, as well as the implementation of the Concept for the Development of Mathematical Education in the Russian Federation, as well as the concepts for the development of other subject areas, which fully correlates with the first level of general education - preschool education. Indeed, in the content of the Federal State Educational Standard in the educational field " cognitive development» the tasks of pre-mathematical education of preschool children are highlighted (the formation of primary ideas about the objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, quantity, number, part and whole, space and time, movement and rest, causes and consequences, etc.).

All of the above allows us to determine the first management mechanism for the implementation of the Federal State Educational Standard road map design in accordance with the strategies and goals for the development of preschool education in the Russian Federation and in a particular region, and its further implementation. The content of the roadmap includes the following areas:

• management of the implementation of the GEF DO, including the following activities: designing the main educational program of the preschool educational institution, motivating teachers to participate in this methodological activity, preparing a presentation of the PEP for posting on the website of the preschool educational institution, organizing the development of work programs for the educator and specialists, managing the creation of conditions for the implementation of the PEP;
• methodological support for the implementation of the Federal State Educational Standard, including the following activities: familiarizing the teaching staff with the navigator of exemplary educational programs of preschool education to select the content of the invariant part of the main educational program of the preschool educational institution, organizing the activities of Creative groups in designing work programs for educators and specialists, organizing a system of methodological work that ensures the readiness of teachers to the implementation of the strategies of the Federal State Educational Standard for Education (an activity approach to the organization of the educational process, a personality-oriented model of interaction between an adult and children, ensuring the subjective position of a child in the educational process);
• information support for the implementation of the FGS DO, including posting on the website of the educational institution information on the implementation of the "roadmap for the implementation of the Federal State Educational Standard for DO" for the current period, the creation and organization of the website of the institution and teachers' blogs to inform the public about the results of the implementation of the main educational program of the preschool educational institution, educational activities.

Creation of conditions for the implementation of GEF DO

Management mechanisms for the implementation of GEF DO also include the creation of the necessary conditions for this: personnel, material and technical, program and methodological, methodological, as well as the use of the necessary resources, that is financial security of the implementation of GEF DO.

Human resources management is designed to ensure staffing, the appropriate educational level of teachers, and improve their qualifications through external system training and in-house professional development (through a system of methodological work). The educational level of teachers must meet the requirements professional standard"Teacher" (pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher).

The professional standard highlights the professional competencies of teachers , on the formation and development of which the managerial activity of the head of the preschool educational institution should be directed:

• the ability to organize professional activities, built on the basic laws age development preschool children, stages and crises of development, socialization of the individual, indicators of individual characteristics of development trajectories;
• the ability to carry out professional activities in the conditions of updating its goals, content, changing technologies;
• the ability to create a safe and psychologically comfortable educational environment;
• the ability to master and apply modern psychological and pedagogical technologies based on knowledge of the laws of personality development and behavior in a real and virtual environment;
• the ability to cooperate with all participants in educational relations.

The realities of today indicate that teachers do not fully comply with the requirements of the Professional Standard. And it is possible to solve this problem only by creating in an educational institution innovative methodological work.

AT modern conditions in the system of methodological work in a preschool educational institution, a number of acute contradictions can be traced, the resolution of which is considered as driving force its reformation.

These are contradictions between:

• increased requirements for methodological work in the context of updating educational practice and its real state in the practice of preschool educational institutions;
• the need to expand the arsenal of forms of methodological work and the lack of variety of the latter in real practice educational institutions;
• the need to carry out methodological work on a diagnostic basis and not always an adequate approach to the selection of the content and forms of its implementation.
• the need to develop a preschool educational institution in modern conditions and the lack of development of a system of pedagogical conditions for the implementation of methodological work aimed at developing the professional competence of teachers.

All of the above allows us to say that the creation of a new model of innovative methodological work in a preschool educational institution, the selection of productive forms of its organization, and the definition of approaches to its design is one of the urgent problems in the management system for the implementation of the Federal State Educational Standard of DoE.

Below we present model for constructing innovative methodological work in a preschool educational institution in the context of the implementation of the Federal State Educational Standard (Table 1).

Table 1 — Model for constructing innovative methodological work in a preschool educational institution in the context of the implementation of the Federal State Educational Standard

The model for constructing innovative methodological work is a prerequisite for the process of updating the system of methodological work in a preschool educational institution in the context of the implementation of the Federal State Educational Standard.

This model included the grounds for updating the methodological work in preschool educational institutions: the content of the regional-municipal policy in the field of updating methodological work, the priorities of the educational institution in updating methodological work, the rating of the educational institution, human resources for the implementation of innovative methodological work, the educational needs of consumers educational services.

From the point of view of the morphological aspect of the composition of the model, we single out the main goal of updating the methodological work as the main element: improving the quality of educational services in the context of the implementation of the Federal State Educational Standard. The priority areas in the strategy for updating methodological work are defined as: increasing the level of competitiveness of teachers in the educational services market, methodological, scientific, methodological and didactic support of the educational process in accordance with the requirements of the Federal State Educational Standard. The definition of the main goal and objectives, priority areas in the strategy for updating methodological work made it possible to identify the necessary and sufficient conditions:

• selection of innovative content of preschool education and organization of its assessment by teachers;
• designing productive forms of methodical work;
• standardization of forms of methodological work, focused on the development and development of innovative programs and technologies by teachers of preschool educational institutions, to increase their professional competence.

To implement the entire system of work embedded in this model, it is necessary to specify the functions of the subjects of innovative methodological work: leaders of methodological work and teachers. The relationship of all the identified positions will allow us to design such a theoretical model for constructing innovative methodological work that will ensure the development of human resources. Thus, the managerial mechanism for the development of human resources lies in building a system of innovative methodological work.

The external system of advanced training should correspond to the category of the teacher, the features of his professional activity. For example, an advanced training program “ Pedagogical activity in the context of the implementation of the Federal State Educational Standard, for the teacher of a group of children with disabilities - "Theory and methods of raising and teaching children with disabilities", for the head of the preschool educational institution - "Innovative methods of management".

Material and technical conditions for the implementation of GEF DO must comply with the requirements set forth in the Exemplary Basic Educational Program of Preschool Education. The conditions for the implementation of the Program should provide full development the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and towards other people.

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1. guarantees the protection and strengthening of the physical and mental health of children;
2. ensures the emotional well-being of children;
3. contributes to the professional development of teaching staff;
4. creates conditions for developing variable preschool education;
5. ensures the openness of preschool education;
6. creates conditions for the participation of parents (legal representatives) in educational activities.

Program and methodological conditions include the design and implementation of the main educational program of the preschool educational institution.

The federal state educational standard for preschool education defines the requirements for the structure of the educational program for preschool education and its scope:

• The program determines the content and organization of educational activities at the level of preschool education.
• The program ensures the development of the personality of preschool children in various types communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in clause 1.6 of the Standard.
• Structural divisions in one Organization (hereinafter referred to as Groups) may implement different Programs.
• The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
• The program is aimed at creating conditions for the development of the child, opening up opportunities for his positive socialization, his personal development, the development of initiative and creativity through collaboration with adults and peers and age-appropriate activities; on the creation of a developing educational environment, which is a system of conditions for the socialization and individualization of children.
• The program is developed and approved by the preschool educational institution independently in accordance with the Federal State Educational Standard of Preschool Education and taking into account the Exemplary Basic Educational Program for Preschool Education.

When developing the Program, the preschool educational institution determines the duration of the stay of children in the institution, the mode of operation of the institution in accordance with the volume of educational tasks to be solved, and the maximum occupancy of groups. The preschool educational institution can develop and implement various Programs in groups with different lengths of stay for children during the day, including groups of short-term stay of children, groups of full and extended days, groups of round-the-clock stay, groups of children different ages from two months to eight years, including groups of different ages. The program can be implemented during the entire time the children stay in preschool.

Management mechanisms for designing the main educational program of a preschool educational institution are:

• ensuring a high level of methodological competence of teachers included in the design process,
• motivation of teachers to this species activities,
• determination of approaches to assessing the quality of the developed basic educational program of the preschool educational institution (definition of criteria, evaluation indicators).

As one of the mechanisms for the implementation of the Federal State Educational Standard, we singled out the creation of methodological conditions. Under the methodological conditions is meant the management of the design of work programs by teachers with calendar-thematic planning by weeks in accordance with the requirements of the Federal State Educational Standard. The work program design management system includes a teacher motivation model, increasing their methodological competence through a system of methodological work (organization of theoretical seminars, problem-project seminars, master classes and other productive forms of methodological work). Such a system of intra-company advanced training should be built on a diagnostic basis, identified professional difficulties of teachers.

Conclusion

Thus, as the mechanisms for managing the implementation of the Federal State Educational Standard, we have identified:

• regulatory and legal support for the implementation of the Federal State Educational Standard, design and implementation of the "road map",
• creation and development of personnel, material and technical, program and methodological, methodological conditions, financial security for the implementation of the Federal State Educational Standard.

2014-2015

Municipal level:

1. Seminar for CPC managers "» , Loboda I. V.,)

2. Speech at the conference “Networking of YaGPU named after with other organizations.

3. Seminar for heads of preschool educational institutions "Provision of paid educational services in preschool educational institutions"

4. Speech by a teacher-psychologist at the scientific-practical conference "Realization of the right to education of children with disabilities"

5. Master class "ART - an object as a gift to the city" within the framework of the Yaroslavl City Pedagogical Forum.

Regional level:

1. "All-Russian scientific and practical conference "Speech therapy support for the education of persons with disabilities" "Comprehensive support for children with speech disorders"

2. Interregional scientific and practical conference at YaGPU named after"Accessible environment for children with disabilities", topic of speeches: “Accompanying children with disabilities in general developmental kindergarten"(,), "The system of training teachers for creative design" (,)

2015-2016

Municipal level:

1. MO in DC 12 "Organization of the activities of a speech therapist teacher in maintaining documentation in accordance with the Federal State Educational Standard" (,)

2. Conference in the mayor's office of Yaroslavl, topic of the speech: "Project activity as a means of preventing aggressiveness among preschoolers" (Suratova O.V.)

3. Seminar for CPC managers "The main aspects in the management of preschool educational institutions » ,

4. Master class for teachers "Spiritual and moral education of preschool children in the framework of the international program" (,)

Regional level:

1. Workshop "Inclusive education of children in preschool educational institutions: experience, problems, prospects" Tutaev "Supporting children with OHP in a general developmental kindergarten" (. ,)

2. City presentation platform "Innovative educational space of the municipal system of education of the city of Yaroslavl", work experience "Project activity as a means of forming the socio-cultural environment of a preschool institution". Certificates of participants (Zarubina I. N.,)

3. Scientific and practical conference "New approaches and technologies in speech therapy support for persons with disabilities", the topic of the speech is "Formation of the socio-cultural environment in a preschool educational organization" (,)

4. Regional seminar - workshop "Inclusive education of children with disabilities in preschool educational institutions: experience, problems, prospects" Tutaev (,), Certificates of participants

5. Scientific - practical conference "Readings of Ushinsky", at the natural - geographical faculty of the YSPU. K. D. Ushinsky, topic "Formation of ecological culture of preschoolers through project activities". (T. A. Bednyakova)

6. All-Russian seminar "Project activities in a preschool educational institution in the context of the Federal State Educational Standard" presentation "Project activities of a kindergarten within the framework of the international program "Eco-School / Green Flag"; “Educating the foundations of morality through caring for our smaller brothers” ()

2016-2017

Municipal level:

1. Seminar "Information support for design activities at all levels of management based on the technology "Sociomonitoring Service".
Work experience "Management project and the system of work of teachers on the application of this technology" (, .

2. Master class "Supporting children with disabilities in a general developmental kindergarten" (, Bukharova N. A,)

3. As part of the continuity of preschool and primary education on the basis of our kindergarten, a meeting was held between teachers of the preschool educational institution and teachers of the primary level of schools No. 68 and 28. The teachers were presented regulations and local acts according to which our kindergarten works, methods and techniques for organizing work with children, viewing open events. (,. Loboda, S. Yu.,)

Regional level:

1. 1.11.10.2016 Master class "Development of musical and creative abilities of children in various types of musical activities" as part of the advanced training program "FSES DO organization of musical development of children in a preschool educational organization.

2. Presentation platform "Project activity as a means of forming the socio-cultural environment of a preschool educational institution" (Certificate.,)

3. Scientific and practical conference "Speech therapy assistance in the conditions of modernization of education" YARSU "Using educational technologies in speech therapy"

4. All-Russian scientific and practical conference "International Eco-Schools / Green Flag Program: results of work and development prospects" presents the experience of "Spiritual and moral education of preschool children in the framework of environmental education"

5. Scientific-practical conference "New technologies in speech therapy assistance to children with disabilities"

Tatyana Karpina
Experience in the implementation of GEF in preschool educational institutions

Understanding the relevance of the introduction GEF DO, I decided to change my professional position as a teacher and improve and expand my knowledge.

Completed advanced training courses « Actual problems DO under the conditions of introduction into GEF DO» . In our kindergarten, an action plan was developed to ensure the introduction of the Federal State Educational Standard for Preschool Education. Based on this plan, I outlined for myself my plan for self-education. It was necessary to understand everything, comprehend, it was difficult. I studied normative documents both on my own and at teachers' councils, at meetings with the head. At one of the teachers’ councils, she prepared a report “The work plan of a teacher in a preschool educational organization, taking into account GEF DO". In kindergarten, we made changes to the OOP DO and each teacher developed work program for their age group, which does not put the educator in a rigid framework, but makes it possible to show their creativity, work, taking into account the wishes of parents and the interests of children.

In accordance with the new requirements, I revised the system of planning educational work (the scheme for writing the plan was adopted at the teachers' council). When planning, I observe a comprehensive - thematic principle. Indeed, with this approach, children receive knowledge directly, unobtrusively. For example, the topic preparatory group « outer space» . I read books to children about space, about the Sun, about planets, about astronauts; we watched presentations "Space Conquest", "Constellation Ursa Major and Ursa Minor", "FROM. P. Korolev» and others. We drew, sculpted, designed on space themes; learning and listening to songs "Flight to the moon", "Do you know what kind of guy he was"; guessed cosmic riddles; coloring ready-made pictures about space. Conducted outdoor games and games - competitions "Rocket", "Astronauts and Aliens", "Build a rocket from modules", "Whose rocket will fly faster"; I created conditions that encourage children to play plot-role-playing and building games on space themes. The final event was musical and sports leisure "Waiting for us fast rockets» . This topic aroused great interest among children. They talked a lot about space at home, and it was nice to hear the confession from parents: "Our children know more than us". one girl said: "Tatyana Alexandrovna, tell my parents that there is such a cosmonaut Grechko, and he loves to visit Nizhny Novgorod." When developing this topic and others, cooperation with the district children's library helped me a lot. Library staff brought to the group a selection of books and magazines on a topic of interest to us, together with them we held quizzes and watched presentations.

I believe that the Internet and multimedia equipment that is in our kindergarten provides a significant help to the teacher. This is also an important condition for implementation of GEF DO. The team created a piggy bank of presentations on topics, there are educational computer games.

In complex-thematic planning, the integration of five educational areas. This contributes to the development of children. After studying the topic, I fill out a monitoring map. Such an assessment is necessary first of all for me to receive "feedback" in the process of interacting with a child or with a group of children.

When working with parents, I try to use new forms, but I also do not forget such tried and tested ones as visual information tools, parent-teacher meetings, and questionnaires. Visual information in the parent's corner and on the website of the kindergarten allows parents to see my work more objectively.

In our kindergarten (and in my group) traditions have developed, and parents take an active part in the events. This and exhibitions of joint creative works parents and children: I held exhibitions "Memories of Summer", "Gifts of Autumn", « Christmas toy» , "New Year card", "Magic Snowflake", "Mom has golden hands", "These days the glory will not cease" and others. Holding sports holidays and entertainment, where parents become participants, not spectators (leisure "Together with dad", "Together with Mom", "We're going, we're going to distant lands" and others) brings families even closer together. How much joy in the eyes of children! How proud they are of their parents! After all, parents are the most important people in a child's life.

I would like to tell you about a small tradition of my group. For holidays like "Mothers Day", "March 8", "February 23" we teach the whole group a poem, and when the children present gifts, they congratulate their parents in a poetic form. I am sure that love for the motherland begins with love and respect for one's parents.

In my work with my family, I also used the method of projects. Were implemented next projects : "Spring-Red", "My family", "Safe Road to School", "Introducing children to the work of Vitaly Bianchi"(in the preparatory group, "Education of cultural and hygienic skills" (first junior group) . The participation of parents in exhibitions, holidays, projects allowed me to more effectively influence the development of a positive "family pedagogy".

I really like this form of work, as individual conversations. Parents see that I know their child, I worry about him, I see his positive aspects, I pay attention to weaknesses, I advise how to achieve the best result, and I rejoice for every even small success of the baby. At parent-teacher meetings, the teacher is deprived of the opportunity to talk "eyes to eyes" with the mother or father of the child, it is all the more unethical to discuss family problems in the presence of other parents.

Photo reports on events, photo newspapers, exhibitions of children's works ( "Portrait of Mom", "Portrait of a Pope" etc.”) inform parents about life in the group, because it’s not without reason they say: Better to see once than hear a hundred times. There are also prospects for interaction with the parent community through the MDOU d / s website "Spikelet", where there is a page of our group. But it should be noted that the organization of interaction with the family is not an easy job, not having ready recipes. Her success is determined by the intuition, initiative and patience of the teacher, his ability to become a professional assistant for the family.

Another important condition for GEF implementation in preschool education it is the creation of a developing object-spatial environment. It contributes to the most effective development of the individuality of each child, taking into account his inclinations and interests. When creating groups, I rely on the requirements GEF and take into account the methodological recommendations given in the educational manual of the authors Karabanova O. A., Aliyeva E. F. and others. “Organization of a developing object-spatial environment in accordance with GEF DO”, I try to create conditions for full communication and joint activities of children and adults. In the preparatory group, we conditionally identified a zone role-playing games, construction center, center "The ABC of Security", "Sport - is life", "We are patriots", "Ecology and experimentation", center "Razvivayka" and "Reader", center "Creation". The integration of zones when placing game material provides implementation actual needs of children, freedom of choice of children's activities. I try to ensure that children have the opportunity for physical activity, as well as opportunities for seclusion: there is a play area in the bedroom, conditions have been created for the privacy of children in the locker room. My parents helped me a lot in creating the environment. For children, they sewed and knitted (clothes for dolls, doll bed linen, costumes for role-playing games, made didactic aids in mathematics, in sensory skills (panels for the development of fine motor skills, various layouts. A rich object-spatial environment was created in accordance with the age capabilities of children and the content of the Program. environment in accordance with GEF DO» in 2015.

In the kindergarten, multifunctional shelving, mobile boxes on wheels, children's modern furniture, new toys and didactic aids were purchased for all groups. All this provides comfort, convenience and safety, as well as mobility. We update the environment depending on the educational situation and the changing interests of children.

In conclusion, I want to say that working in accordance with the Standard has activated my desire to improve my professional skills, to master new technologies. I have always effectively used gaming technology in the pedagogical process, now I use ICT technologies more confidently, actively stimulate children to search, and research, creative activity is now an important part of my work. Our parents have become active participants in the educational process.

But along with the positives, I see the following Problems:

1. Absence in some areas of educational and methodological developments and materials in accordance with GEF.

2. Contradictions in the development of monitoring the educational process, the complexity of the process of creating individual educational routes.

3. The problem is in the organization of the subject-spatial environment, taking into account the possibilities of an individual approach to each child.

4. I see that the idea for the introduction GEF DO has the right purpose. There are many wise theses about the development of the personality of the child, about individual approach presented in this document. Very pleased with the return to significance gaming activity as a leader for a preschooler. Therefore, I would like to believe that a reasonable system of requirements for the work of a teacher will be developed. But how this will turn out is still difficult to say.

In 2014, the staff of the MDOU kindergarten No. 42 "Cheburashka" began to introduce and implement the Federal State Educational Standard.

The period of implementation of the GEF DO is 2014-2016.

The implementation of GEF DO is carried out through:

Regulatory support for the introduction and implementation of the Federal State Educational Standard:

A regulatory and legal framework has been created, which includes documents of the federal, regional levels, as well as local acts of the educational institution:

Federal and regional regulatory documents on the introduction of GEF DO:

1. Federal Law of December 29, 2012 No. No. 273-FZ "On Education in the Russian Federation"

2. Order of the Ministry of Education and Science of Russia dated August 30, 2013 N 1014 "On approval of the Procedure for organizing and implementing educational activities in the main general educational programs - educational programs of preschool education"

3. SanPiN 2.4.1.3049-13 "Sanitary and epidemiological requirements for the device, content and organization of the operating mode of preschool educational organizations"

4. Federal state educational standard for preschool education.

Local acts of the preschool educational institution on the introduction of the Federal State Educational Standard of Doe:

1. Order No. 65 dated August 25, 2014 "On preparation for the implementation of the Federal State Educational Standard DO MDOU kindergarten No. 42 "Cheburashka"

2. Order No. 133/1 dated September 15, 2014 "On the approval of the working group for the implementation of the Federal State Educational Standard for DO MDOU kindergarten No. 42 "Cheburashka".

3. Order No. 22/1 dated February 19, 2015 "On the creation of a working group to develop the main educational program of the MDOU kindergarten No. 42 "Cheburashka" on the basis of the Federal State Educational Standard".

4. Order No. 133/1 dated 15.09.2014 “On approval of the plan-schedule of activities to prepare for the implementation of GEF DO. Schedule for advanced training of teachers of MDOU kindergarten No. 42 "Cheburashka" in preparation for the implementation of the Federal State Educational Standard.

In addition, done next work supporting the introduction of GEF DO:

1. modeled academic plan DOW taking into account guidelines and social request of the parents of pupils;

2. Changes have been made to collective agreement(in local acts that regulate incentive and compensation payments to teachers in connection with the transition to the Federal State Educational Standard).

conclusionsbased on the analysis of the legal framework for the introduction and implementation of GEF DO:

1. Teachers have studied the legal framework that ensures the transition of preschool educational institutions to work according to the Federal State Educational Standard (Minutes of the meeting of the Working Group for 2014, 2015)

2. The local documents necessary for the implementation of the Federal State Educational Standards of Education have been developed.)

3. In the plan for intra-garden control of the preschool educational institution for 2014-2015 ac. measures were included to control the introduction of the Federal State Educational Standard (thematic control "Creating conditions for the introduction of the Federal State Educational Standard").

Methodological support for the transition of the educational institution to work according to the Federal State Educational Standard.

During 2014 and 2015, methodological support was organized for the transition of preschool educational institutions to work according to the Federal State Educational Standard:

1. Diagnostics of the educational needs and professional difficulties of preschool teachers is being carried out (in the light of the introduction of the Federal State Educational Standard for Preschool Education) and changes are made to the course plan of the educational institution;

2. An analysis was made of the compliance of the material and technical base for the implementation of the BEP with the existing sanitary and fire regulations, labor protection standards for employees of an educational institution.

3. Acquisition of the DOW library with basic documents and additional materials according to the Federal State Educational Standard.

4. Organization of joint events with secondary school No. 13 - drawing up an interaction plan for the 2014-15 academic year, including the study of the continuity of the Federal State Educational Standards of the IEO and preschool education (Speech by the primary school teacher Importantnova L.V. with the presentation "Continuity between the school and the preschool educational institution in the light introduction of GEF DO")

Personnel support for the introduction of the Federal State Educational Standard in educational institutions.

1. The job descriptions of the employees of the preschool educational institution are brought into line with the Federal State Educational Standard and the unified qualification directory for the positions of managers, specialists and employees, approved. by order of the Ministry of Health and Social Development of Russia dated August 26, 2010 No. 761n “On approval of a unified qualification handbook positions of managers, specialists and employees, section "Qualification characteristics of positions of employees"".

2. A long-term work plan for 2014-2016 has been developed. to improve the level of professional skills of teachers.

Conclusionbased on the results of the implementation of the staffing of the introduction of the Federal State Educational Standard DO: in the kindergarten, the necessary documentary base for the organization of advanced training of pedagogical workers was prepared.

Information support for the introduction of the Federal State Educational Standard in the preschool educational institution.

In 2014-2015 consultations for parents"FSES in the educational process" , “We work in a new way. FSES DO ”, where parents (legal representatives) were provided with information about the transition of the preschool educational institution to the first stage of education, the introduction of the FSES DO, and a program of actions to implement the standard.

Informing parents (legal representatives) about the introduction, implementation of the GEF of preschool education through information stands, website.

Conclusionfollowing the results of the implementation of the information support for the introduction of the Federal State Educational Standard in the preschool educational institution, the introduction of the Federal State Educational Standard is organized for teachers and parents (legal representatives) of pupils with the features of the organization of the educational process in the preschool educational institution.

Tasksimproving information support for the introduction of GEF DOW:

1. Continue to provide information support to participants in the educational process on the introduction and implementation of the Federal State Educational Standard.

2. Ensure regular updates of information on the implementation of GEF DO, publish on the website of the DO.

3. To fix the course of the educational process and the results of the development of OOP by pupils

The following positive trends in the process of implementation by teachers of the Federal State Educational Standard:

1. The use of modern educational technologies by teachers in working with pupils;

2. Orientation of teachers to the organization of a health-saving environment;
Awareness by teachers of the need to switch to developing systems of education and training;

3. Opportunity for professional communication of teachers and exchange of experience with colleagues.

Based on the introduction of the draft Federal State Educational Standard for Preschool Education (hereinafter - FSES DO) in MDOU No. 42 "Cheburashka", the following activities were carried out:

1. The senior educator developed a project of methodological support for teachers during the transition to the Federal State Educational Standard for Preschool Education

2. A plan was drawn up for teachers to study the Federal State Educational Standard for Preschool Education. In accordance with it, the following activities were carried out in the kindergarten:

Installation Pedagogical Council No. 1 dated August 26, 2014, at which teachers got acquainted with the draft Federal State Educational Standard for Preschool Education.

Stands were designed for teachers “We are studying the Federal State Educational Standard for Preschool Education” and parents “What is the Federal State Educational Standard for Preschool Education?”;

Meeting of the methodological association of preschool educational institutions No. 1 dated September 25, 2014 on the topic “Discussion of the Federal State Educational Standard for Preschool Education”, “Training Seminar “Federal State Educational Standard for Preschool Education in Preschool Education”

To fulfill the order of the Ministry of Education and Science of the Russian Federation No. 1155 dated October 17, 2013 "On the approval of the Federal State Educational Standard for Preschool Education", the following events were organized in kindergarten:

The “Regulations on methodological support for the introduction of the Federal State Educational Standard for Preschool Education” have been developed;

The teachers got acquainted with the order No. 1155 dated October 17, 2013 of the Ministry of Education and Science “On the approval of the Federal State Educational Standard for Preschool Education”, conducted a comparative analysis of the FGT and the Federal State Educational Standard;

A "Roadmap" and a plan to support the introduction of the Federal State Educational Standard for Preschool Education were drawn up;

The senior educator A.A. Manoilovich was trained in short-term courses "Activities of the senior educator to improve work in the preschool educational institution" -72 h, " Efficient Management preschool educational organizations in the context of the introduction of the Federal State Educational Standard of preschool education "-72 hours," Conflict Management in Pedagogical Institutions "-72 hours

At the meeting of the Pedagogical Council No. 2 dated November 27, 2014, she introduced teachers to the artistic and aesthetic development of pupils in the context of the introduction of the Federal State Educational Standard of preschool education "

Seminar-workshop "The subject-developing environment in the group and its influence on the development of the child's creative activity"

The work of the permanent seminar "Introduction of GEF DO" was organized;

Changes have been made to the regulatory framework;

A preliminary analysis of resource provision was carried out in accordance with the requirements of the Federal State Educational Standard.

In accordance with the action plan to ensure the introduction of the Federal State Educational Standard of DO of December 31, 2013 and the order of the Ministry of Education and Science of the Moscow Region “On Ensuring the Introduction of the Federal State Educational Standard for Preschool Education in Kindergarten, the following measures were taken:

A working group has been created to introduce the GEF DO;

At the Pedagogical Council No. 2 of November 27, 2014, a schedule was adopted for the course preparation of teachers on the introduction of GEF DO and the composition of the working group on the introduction of GEF DO

At the pedagogical council No. 3 of February 19, 2015, teachers got acquainted with the comments on the Federal State Educational Standard.

Teacher Karpova A.M. completed advanced training courses (72 hours) on the topic “ Professional Competence educator in the light of the requirements of the Federal State Educational Standard of preschool education "(72 hours)," Methods of environmental education of preschoolers (in the context of the implementation of the Federal State Educational Standard of preschool education "(72 hours)

teacher Kuznetsova I.V. completed advanced training courses (72 hours) "Professional competence of the educator in the light of the requirements of the Federal State Educational Standard of preschool education (72 hours)," Methods of environmental education of preschoolers (in the context of the implementation of the Federal State Educational Standard of preschool education "(72 hours)

In April-May 2015, the readiness of teachers and preschool educational institutions was monitored for the introduction of the Federal State Educational Standard;

At the final meeting of the pedagogical council, the results of the first stage of the introduction of the Federal State Educational Standard were summed up;

The website of the DOE contains information on key positions of the introduction of GEF DO.

Thus, based on the foregoing, it can be concluded that all planned activities have been completed. The teaching staff is mainly guided by the Standard and is ready to restructure the educational process in accordance with it.